Teacher Education In Malaysia :Issues and Challenges

Sintuja S & Asenanth

ABSTRACT

Education plays a decisive role in the economic development as well as social development of a
country and teacher are viewed as one of the main stakeholders in teacher education .Teacher
education is essential part of professional development for both pre-service and in-service
teachers. Teacher education refers to both pre-service and in-service programs which adopt
both formal and/or non-formal approaches. It is a continuing process which focuses on teacher
career development.(UNESCO,2010) According to Ali and Reshma (2013) teachers’
professional education is as one of the most significant factor in improving students’ learning.
This article is aimed to delve into the issues related to teacher education at pre-service level in
Malaysia. The article encompassed of two parts. The first part briefly discusses the history of
teacher preparation programme in Malaysia whereas the issues are analysed in the second
part of the article. In addition , the article also briefly discusses the suggestions to the emerging
issues in Institutes of Teacher Education( ITE) to produce productive and competent student-
teachers who is able to cater the challenges and demand of evolving education system.

History of Teacher preparation programme

Formal teacher education programmes in Malaysia started in the early 1900s. Initially,
teacher training concentrated on preparing teachers to teach in primary schools. Training for
teachers to teach at secondary schools was conducted by colleges located in Britain as
Malaysia was a British colony. Formal secondary teacher training in Malaysia started in the
1960s after the establishment of the University of Malaya in 1949 and other public universities in
the late 1960s.Initially , the teacher training programme was conducted for 2.5 years back in
1980’s and awarded with a Certificate in Education. The teachers’ colleges, however, come
under the direct control of the Teacher Education Division of the Ministry of Education (TED).
Various aspects of pre-service and in-service teacher education programmes in the teachers’
colleges, including student selection, courses of study, examinations, certification and staffing
and development, are centrally planned and coordinated by TED.( Tengku Sarina, 2010)

According to Vethamani (2015), the establishment of Ministry of Higher

Education(MOHE) has revamped the teacher education in 2005. All the teacher training
colleges has been upgraded to Institutes of Teacher Education(ITE) by offering a Five and half
years degree programme to the trainee teachers. The primary schools were placed under the
Ministry of Education( MOE) whereas the secondary schools are placed under the MOHE.
Teacher Education Division (TED) act as a unit that supervises teacher training across the
country were placed under jurisdiction of (MOHE). The motive of the restructure was to attain
100% of secondary school teachers and 70% of primary school teachersto possess degree by
the year 2010. The prime objective of founding ITEs is to further improve the skill, capability and
proficiency of teacher education in the country. There are 27 institutes of Teacher Education
available throughout Malaysia with four supportive units includes: the examination, co-
curriculum, in-service and practicum units. consists. At the end of the degree program the
successful teacher’s trainee will obtain the Bachelor degree in the field of teaching and be
appointed to any Malaysian schools. (Vethamani,2015)

The Issues and Challenges

Teacher Education is an influential catalyst in transmitting positive change in the prospective

teachers’ teaching practices and promotes effective learning among the students. According to
Ali and Reshma (2013) teachers’ professional education is viewed as a prominent factor to
facilitate students’ learning .Many developed and less developed countries primarily focus on
efforts in elevating the performance of teacher education and with that in mind those countries
putting huge efforts to establish and uphold quality teacher education institutions (as cited in
Vethamani, 2015). The Malaysia Education Blueprint 2013–2025 put the teaching profession in
the limelight with the third shift – transforming teaching into the profession of choice. Under this
shift, a topic that arose was the revamping of teacher training institutes or Institut Pendidikan
Guru (IPG). The Blueprint clearly states that the Education Ministry aims to transform the IPG
into a world-class teacher training university by 2020.(Ministry of Education: Malaysian
Education Blueprint 2013-2025). Before we further step ahead, the pre-existing issues at
teacher preparation level,need to be addressed. Hence, this section will further discuss the
existing issues in the pre-service teacher education level in Malaysia.
Insufficient of Information Communication and Technology (ICT) Curriculum

Advent of technology has invaded the world of knowledge. Technology has become a
demanding tool in the 21st century learning . In this era, Information and Communication
Technologies has significant influence on teaching and learning as well as making learning from
anywhere at anytime possible. An investigation done by Azizah et al, ( 2016) into the teaching-
learning practices and teacher-students readiness in the implementation of Smart School in
Malaysia indicated that both teacher and students should be ready to use ICT in the
classroom and suggested that teachers needed to be continuously trained in the use of
technology for the purpose of teaching and learning. However, another study on the reality of
Malaysian ESL teachers‘ usage of ICT in their classrooms found that ICT was not widely
used in teaching ESL due to teachers‘ incompetence in integrating ICT during teaching
(Melor, 2007).In a research done by Chan and Gurnam( 2011) on pre-service teacher training
in Information and Communication Technology for the ESL Classroom in Malaysia was found
that the pre-service teachers are lack in competency to incorporate technology in English
lesson.

Hence, the issue of insufficient of ICT in the teacher education curriculum has been
clearly depicted.The main concern of this issue will be the insufficient of ICT curriculum
embedded in the teacher preparation curriculum. The lack of instruction time on Information and
Communication Technology at the pre-service level is clearly a factor for lack of competency in
incorporating technology in their teaching and learning process. This is further validated by
( Ab.Rahim & Shamsiah, 2008) who stated that the current practice in teacher training
colleges or universities is that all trainee teachers are required to take a minimum of
one course either in ICT or Computer Education lead to poor confidence among the trainee
teachers in manipulating ICT. Besides that, Jamil et al, ( 2014 ) in a research on “Teacher
Professional Development in Malaysia :Issues and Challenges” highlighted that the trainee
teachers in teacher education programmes need longer hours of training to be able to acquire a
high level of competency of ICT in teaching. This concern is further reinstated by Thang et al
(2010) that the present ICT curriculum in teacher education has not successfully instill
confidence among trainee teachers to integrate technology. Hence it is suggested for further
steps to be looked into building a tech-savvy generation of teachers.
Teacher –Centered Learning for student teachers

According to Nuraini & Leong( 2016) , in this 21st century learning not only the learners
require the “21st century skills” in order to succeed in todays’ challenging world yet the teachers
need too. As part of developing these skills, teachers teaching and their role as a teacher will
also change. Teachers face the challenge to start shifting from the 20th to 21st century
classroom.Teacher education and the school system has a strong connection in turning the
aspirations of National Education into reality. According to Melor(2007), teacher education
programmes are responsible for training secondary school teachers who are equipped to
implement national education policies. The learning preferences and learning strategies
adopted by the student-teacher at teacher preparation level are essential. (Sarina, 2010).
Student-teachers became less student-centered but more teacher-centered in their educational
beliefs which is a contributing factor to teaching style. (Toh, 2002) According to Dunn & Dunn
(1979) , it is believed by many that the learning preferences of the teacher students have a
significant relationship to their future teaching styles because “teachers teach the way they
learned”. (as cited in Sarina, 2010). To add in , Fauziah et al.,(2005) found that traditional
teaching and learning methods are still being used in the teacher education programme.

In a research done by Tengku Sarina(2010) on Transforming Malaysian Teachers’

Education for a Sustainable Future through Student Centered Learning found that the structure
lacking in student–centered approach on mostly dominated by teacher-centered learning
environment. Novice teachers in Malaysia face challenges to cope to the reality in teaching field
and one of it is catering to the changes in national education .( Fatiha & Abd.Razak 2013) From
above, it is justified that the three elements namely ; trainee teachers’ educational beliefs ,
teaching approach and student learning are strongly linked.This is further elaborated by Toh(
2002), who viewed progressive beliefs are allied with more humanistic and learner-centered
practices while traditional beliefs on the other hand are associated with more teacher-centered
practices. Educating practice at Institutes of Teacher Education shall be taken into a new level.
Shift from conventional teaching is not only prominent at school but also deem crucial at
teachers’ education.
Reality -Theory Gap

Teacher training institutions offers a curriculum where both theory and reality of teaching and
learning are addressed. The theoretical knowledge pertaining a subject matter is learned at
Institutes of Teacher Education( ITE) and applied during the practicum phase at school.
However, Ching (2014) linking theory to practice has been the primary concern of many teacher
educators for decades. According to Monroe,Blackwell & Pepper, (2010) outlined that the
presence of a gap between the complex reality of classroom life and the theoretical principles
taught in the curriculum lead to ineffective teaching practice. (as cited in Ching,2014)

Teacher education offers the certification . Does the teacher education curriculum good enough
to meet the changing demands of classrooms? The teacher education is seemed ineffective if
the curriculum does not provide opportunities for pre-service teachers to develop their skills ,
knowledge and dispositions.(Darling-Hammond 2010; Ingersoll and Kralik 2004). The curriculum
must include a clearer bridge between theoretical frameworks being learned and the reality that
are presented in Malaysian schools today. According to Goh and Blake( 2015), teaching
practices in school need to be improved inorder to fill in the disparities between the theoretical
knowledge and practice in classroom as there is an urgent need for trainee teachers to address
students’discipline problems and diverse needs. Besides that , it was also revealed that
teaching pratical focused more on theory and lack of reality interaction in classroom.In a
research entitled Linking Theory into Practice: A Case Study Aprroach by Chin Poi Ching,
(2014) in Teacher Education found that pre-service teachers need to be better equipped with
problem solving and decision making skills in the context of classroom. According to Goh &
Mathews (2011), student teachers carry with them images of teaching from their own
experiences in schools as students. Their schools have provided them with an expected view of
teaching and learning which in reality it differs accordingly to the environment. It is essential to
address the gap to produce teachers who work effectively in the classroom and with students.
Misalignment between pedagogical skill and content knowledge is a crucial issue in
teacher education. It is crucial for an effective teacher to have a balance in both pedagogical
skill and content knowledge. In sum, the characteristics of effective consist of three different
categories of knowledge: subject matter knowledge, pedagogical knowledge, and socio-
affective skills.( Ramazani ,2014) According to Shulman(1987) pedagogical content knowldege
includes most useful analogies , explanations and demonstration of content knowledge to make
it comprehensible to others. (as cited in Michael, 2008). Hence it is vital for the teachers’
education curriculum provides a balance in delivering content knowledge and pedagogical
content knowledge to the pre-service teachers.

Recommendations

The discussion on the issues pertaining to teacher education illuminates the needs for solutions
for the identified issues.This section aims to briefly and clearly put forward the solutions for the
highlighted issues at the pre-service teacher education.

Integrate more ICT Curriculum

Teachers of today must be tech-savvy, open minded, knowledgeable in all education-related

issues and policies, and devoted to life-long learning,”

. (Former education minister, Dato Seri Mahdzir Khalid, 2017)

It suggested that the teachers at preparation level will need more training sessions on
Information and Communication Technology ( ICT) curriculum . The existing course at one
semester of the entire programme is insufficient. Sufficient confidence level in integrating ICT in
teaching have not gained besides ICT being a part of the curriculum in teacher training
institutions. (Mahani, 2006 & Thang, et al. 2010). According to Pelgrum (2001), teachers who
are lacked in training or preparationcan decrease the effectiveness of ICT usage in the
classroom. Nevertheless, Moursand & Bielefeldt (1999) highlighted that short-term exposure
is seen as insufficient to provide the necessary scaffolding to effectively integrate
technology in the classroom (as cited in Ab.Rahim & Shamsiah,2008). Therefore, the teacher
education programme should restructure the existing ICT curriculum and incorporate longer
training sessions of ICT courses for student-teachers. Through that, frequent exposure and
opportunities to practice the hands on integration of ICT can improve pre-service teachers’
confidence level in using ICT in teaching and learning. It will be a real challenge for the Ministry
of Higher Education(MOHE) to continuously reviewing the delivering strategies at Institutes of
Teacher Education(ITE) yet the efforts will be fruitful to meet the demanding needs of 21st
century learning.
A Student -Centered teaching Environment

Learning approach not only crucial for the teaching and learning at primary and secondary
schools but also equally important at ITEs as it gauge pre-service teachers’ beliefs on teaching
and learning approaches as well. Farah et al, (2017), suggested that learning materials,
teaching methods approaches should be learner centered at teacher education programme. In a
case study done by Toh (2002) , highlighted that Malaysian teacher education students who
have been exposed to sustainability education through student-centred learning strategies that
were not being adopted and experienced in their previous learning processes.Dunn & Dunn(
1979)stated that “teachers teach the way they learned” (as cited in Tengku Sarina, 2010. A shift
from merely a PowerPoint presentation is needed and more emphasis should be placed on
project based learning.Hence, It is believed the infusion of student-centred learning into courses
in the teacher education programme will cater a student centered learning environment that can
be modelled by the trainee teachers to be practiced in their classroom in the future.

Improved praticuum

Teacher education plays a vital role in preparing future teachers who are efficient to perform
student achievement related duties. Is three months of practicum sufficient enough for a teacher
to cope to demands in today’s classroom? It is essential to address the gap to produce teachers
who work effective in classroom and with students.( Goh & Mathews 2011)
According to Goh & Blake(2015), opportunities to apply practical and theoretical knowledge of
teaching and learning are often offered by a practicum .Throughout their practicum, preservice
teachers are expected to present content and ideas in ways that are pedagogically efficient and
that will engage learners.Here the reality of classroom has been ignored. Faizah (2008) in her
study of preservice teachers on practical training in Malaysian schools finds the trainee teachers
have little grasp on class control and constantly raised voices for a solution which made
teaching exhausting. According to Taylor and Grainger, (2002)Teacher mentors are crucial
element and holds huge accountability during practicum period.Mentors are assigned for each
pre-service teachers to guide them but most of the mentors expect their mentees to simply
“learn by observing’ and “do what I do” (as cited in Goh and Matthews, 2011). To make it worse
teaching institutions in Malaysia do not have much control over who become the teacher
mentors in schools. Allocation of teacher mentors is done by the school principals with little
consultation with the teaching institutions (Ligadu, Narotam, and Herrington 2005).The Institutes
of Teacher Education(ITEs) should be involved directly in selecting the mentors. Selected
mentors should be highly proficient in the subject matter and credible. Mule (2006) suggested
an Inquiry based practicum should be incorporated in practicum. It will allow the pre-service
teachers to explore reflectively in a meaningful way that promotes independence and critical
thinking skills (as cited in Goh, 2015). The improved version of practicum is gauge to develop
decision making skills to understand and solve complex issues in the classroom.

Conclusion

The philosophy of teacher education places emphasis to educate and produce noble teachers
whose view is scientific and progressive, ready to uphold the nation’s aspiration and respect the
culture, ensure individual growth as one society who is united, democratic, progressive and
discipline. The philosophy then became underlying principle of teacher curriculum to encourage
development of well-rounded and balanced individual who is catered to meet the aspirations of
ministry.The Malaysia Education Blueprint 2013–2025 clearly outlined that the Education
Ministry aims to transform the IPG into a world-class teacher training university by 2020. The
teaching will be a profession of choice and better qualified applicants will be enrolled into
teacher training programmes. In that case, revamping the existing teacher education
programme for pre-service teachers are required. The effort was planned to cater competent
teachers who are capable to meet the changing needs of education.Education is becoming
more flexible, creative, challenging and complex. The conventional ‘chalk and talk’ teaching
method isn’t as interesting anymore, nor is it working. The teacher as a knowledge disseminator
should keep abreast of this fast evolving world. Teacher education is still considered an
important means of professional development of new teacher, and strong links will always exist
between teacher education and with teaching in the schools (Cheng 2007). There is an urge to
reshape the present teacher education system at preparation level. Tweaking the teaching
curriculum or adding in new courses are not going to help. Revamping the entire curriculum is a
real challenge for Ministry of Higher Education (MOE) but such change is inevitable .
.